The Global Challenge Paper offers educators a flexible, interdisciplinary learning experience that connects classroom content to authentic global issues in food security, agriculture, sustainability, and human well-being. Through researching a country, analyzing a complex challenge, evaluating evidence and potential solutions, and developing a well-supported recommendation, students apply skills embedded across the North Carolina Standard Course of Study and many Advanced Placement courses. The experience also provides a meaningful way to connect academic learning with the United Nations Sustainable Development Goals, helping students see how concepts from science, social studies, English language arts, and economics intersect when addressing real-world challenges. The table below crosswalks concepts from the Global Challenge Paper to standards within courses typically offered at North Carolina High Schools.

Global Challenge component	NC Standard Course of Study alignment	AP course alignment	UN Sustainable Development Goals
1. Investigate a country — population, rural/urban distribution, government, agriculture, climate, geography, crops and exports	World History: Inquiry I.1.1–I.1.4; WH.G.2 human-environment interaction; WH.E.1 economic relationships and interdependence. Economics & Personal Finance: EPF.E.1 economies/scarce resources and EPF.E.4 international economic interdependence.	AP Human Geography: population, migration, culture, political geography, agriculture, urbanization and economic development. AP World History: Modern: humans/environment, governance, economic systems and globalization.	2 Zero Hunger is foundational. Depending on the country investigation: 1 No Poverty, 3 Health, 6 Water, 8 Economic Growth, 9 Infrastructure, 10 Reduced Inequalities, 11 Sustainable Communities.
2. Describe life for a typical family — jobs, wages, diet, education, health care, food access, water, sanitation, electricity, roads and markets	World History: Inquiry I.1.3–I.1.4; WH.G.2 and WH.E.1. Economics & Personal Finance: scarcity, income, resource allocation, markets and economic conditions.	AP Human Geography: development, population, cultural patterns, agriculture, cities and economic development. AP Macroeconomics/Microeconomics can connect where students examine markets, scarcity, trade or economic conditions.	Particularly 1, 2, 3, 4, 6, 8 and 10; 5 Gender Equality can be incorporated when gender disparities affect food security or resources.
3. Select and define a food-security challenge	Social Studies Inquiry: I.1.1 Compelling Questions and I.1.2 Supporting Questions require students to identify problems and formulate disciplinary questions.	AP Seminar: Question and Explore; Understand and Analyze; Evaluate Multiple Perspectives. AP Research: Question and Explore and contextualization of a problem.	2 Zero Hunger + topic-specific SDGs. The Global Challenge’s broad topic choices make connections possible across nearly the entire SDG framework.
4. Analyze the challenge and its impacts — status, trends, causes, rural/urban differences, demographic disparities and environmental effects	Social Studies: I.1.3 Gathering/Evaluating Sources and I.1.4 Developing Claims and Using Evidence. Earth/Environmental Science: especially ESS.EES.3–6, including climate, land use, water, resources, sustainability and unequal environmental impacts. Biology: LS.Bio.4–5, including ecosystems, carrying capacity, biodiversity and evaluating human impacts.	AP Environmental Science: populations, Earth systems/resources, land/water use, energy, pollution and global change. AP Human Geography: population, agriculture, urbanization and development. AP Biology: ecology and evidence-based scientific argumentation for relevant topics.	Topic dependent, but especially 2, 3, 6, 10, 12, 13, 14 and 15.
5. Evaluate 2–3 possible solutions — examine what has been tried, evidence of impact, available resources and transferability	Social Studies: I.1.3–I.1.5, including evaluating sources, evidence, competing perspectives and communicating conclusions. Earth/Environmental Science: ESS.EES.5.5–5.6, evaluating sustainable resource use and solutions to human impacts. Biology: LS.Bio.5.2, evaluating solutions that reduce human impacts on biodiversity and ecosystem health.	AP Seminar: evaluate multiple perspectives, synthesize ideas and construct evidence-based arguments. AP Environmental Science: solution evaluation and environmental trade-offs.	2 plus the SDGs addressed by the proposed solutions; 17 Partnerships for the Goals becomes especially relevant when implementation requires government, nonprofits, research organizations or communities.
6. Develop a recommendation — plan of action, expected impact, limitations, cultural considerations, leadership, resources, policy and feasibility	Social Studies: I.1.5 Communicating Ideas and I.1.6 Taking Informed Action, including evidence-based arguments and devising plans based on inquiry. Earth/Environmental: ESS.EES.5.5–5.6.	AP Seminar: evidence-based argumentation and synthesis. AP English Language: claims, evidence, reasoning and organization. AP Human Geography/APES: applying disciplinary understanding to real-world problems.	2 + topic-specific goals + 17. This section makes the SDGs especially useful because students can explicitly ask which goal(s) their recommendation advances.
7. Write the research paper — synthesize information, construct an argument, cite sources and revise	English I–II: W.9-10.1 argument writing; W.9-10.5 sustained research; W.9-10.6 gathering/evaluating authoritative sources. English III–IV: corresponding W.11-12.1, W.11-12.5 and W.11-12.6 standards.	AP English Language: rhetorical situation, claims/evidence, reasoning and organization. AP Seminar: source evaluation, synthesis and evidence-based argument. AP Research: source analysis, synthesis, scholarly writing and citation practices.	In addition to the content SDGs, the learning process strongly supports SDG Target 4.7, which calls for education that develops knowledge and skills for sustainable development and global citizenship.
8. Present and discuss findings at the Youth Institute	English I–II: SL.9-10.4, presenting findings and evidence clearly and logically. English III–IV: SL.11-12.4, presenting evidence, reasoning and perspectives. Social Studies I.1.5 includes written, oral and multimedia arguments and academic discussion.	AP Seminar and AP Research: communication, presentation and responding to questions; also reinforces AP English Language argumentation.	4.7 Quality Education/Global Citizenship, 17 Partnerships, plus the student’s content-specific SDGs.

Sustainable Development Goals

This is an alignment crosswalk between the Global Challenge Paper and the UN’s Sustainable Development Goals.

Global Challenge topic area	Particularly relevant SDGs
Poverty, foreign aid	1, 2, 8, 10, 17
Malnutrition, dietary disease, infectious disease, animal health	2, 3
Education	2, 4
Water scarcity, water and sanitation	2, 3, 6
Climate change	2, 12, 13, 15
Renewable energy	7, 9, 13
Sustainable agriculture, plants, animal agriculture	2, 12, 13, 15
Fisheries and aquaculture	2, 12, 14
Food loss and waste	2, 12, 13
Infrastructure	2, 6, 9, 11
International trade	2, 8, 10, 17
Population	2, 3, 10, 11
Conflict, human rights, policy and governance	2, 10, 16, 17

Agriculture Education Course

The alignment table below highlights how the North Carolina Youth Institute’s Global Challenge Paper can reinforce learning already taking place in NC Agricultural Education courses. Depending on the topic a student selects, Horticulture and Natural Resources courses can provide strong technical foundations in areas such as plant production, soils, water, pest management, forestry, conservation, aquaculture, and energy, while CTE Advanced Studies closely aligns with the research, problem-solving, writing, and presentation process used throughout the Global Challenge. Because students also present their research through a poster and roundtable discussion, the Youth Institute provides an authentic opportunity to apply public speaking, audience awareness, and question-and-answer skills developed across Agricultural Education courses. Future alignment with animal science courses to come in the future.

Global Challenge component	Horticulture	Natural Resources	CTE Advanced Studies
1. Investigate the country and context — Explore population, agriculture, climate, geography, food systems, and conditions affecting food security.	—	AN51 3.02: Understand human population growth, demands, and effects on natural resources.	1.01: Connect prior CTE knowledge with current research and real-world issues.
2. Investigate a food-security challenge — Define the problem and examine its causes, impacts, and significance.	AP41 3.02, 4.01–4.04: Plant growth factors, environmental conditions, soils/media, nutrients, and integrated pest management. AP42 3.01–3.02, 7.01: Greenhouse production, growing conditions, and pest management.	AN51 3.02, 4.02–4.04: Population pressures, soil erosion, water supply/pollution, and air quality. AN52 4.01–4.02: Soil conservation and water quality. AN53: Forest management, water quality, ecosystem health, and sustainability.	1.01: Identify a practical issue and investigate it using research. Students may use surveys, interviews, focus groups, case studies, primary sources, and secondary sources.
3. Evaluate possible solutions — Research approaches and compare their benefits, limitations, sustainability, and feasibility.	AP41 4.04, 7.01: Integrated pest management and comparison of plant-production practices. AP42 7.01: Integrated pest-management strategies.	AN52 3.02, 4.01, 6.02, 8.02: Forestry management, soil conservation, aquaculture systems, energy conservation, and emerging technologies. AN53: Sustainable forest-management practices and conservation strategies.	1.01: Identify and research potential solutions to a practical issue.
4. Develop an evidence-based recommendation — Select a solution and explain how it could be implemented and why it is appropriate.	Horticulture content provides technical knowledge students can use to justify recommendations involving crop production, plant growth, soils, nutrients, and pest management.	Natural Resources courses provide technical knowledge students can apply to recommendations involving conservation, water, forests, aquaculture, energy, and resource management.	1.01: Identify potential solutions to a practical issue and use research to support them.
5. Research and write the Global Challenge Paper — Find credible evidence, synthesize information, cite sources, and communicate a supported argument.	—	—	Standard 1.00 / Research Paper: Analyze current research related to a selected career pathway. Students use primary and secondary sources, research methods, APA or MLA documentation, and annotated bibliographies.
6. Create and present a research poster — Translate research into a clear visual presentation for an audience.	AP41 1.02: Organize and present information clearly through public speaking. AP42 1.01: Develop communication and public-speaking skills.	AN51 1.02 and AN52 1.01: Public speaking and communication skills. AN53: Includes research-based poster and presentation activities.	PBM Component III: Presentation: Students communicate the results of their research through a formal presentation.
7. Discuss and defend research — Participate in Youth Institute roundtable discussions, explain conclusions, and respond to questions from peers and experts.	AP41 1.02: Audience awareness, organization, voice, eye contact, professional presence, and accurate responses to questions. AP42 1.01: Oral delivery, audience awareness, and responding to questions.	AN51 1.02 and AN52 1.01: Public-speaking and communication skills. AN53: Prepared and extemporaneous speaking opportunities reinforce oral communication.	PBM Component III: Presentation: Reinforces professional communication of research findings and audience engagement.

Use the North Carolina Youth Institute as Your SAE

The North Carolina Youth Institute can become part of a student’s Supervised Agricultural Experience (SAE) by turning the Global Challenge into a sustained, student-led research experience. Students select an issue related to agriculture, food security, or natural resources; investigate the problem and possible solutions; write a research paper; create a poster; and present and discuss their findings with peers and experts at NC State. This structure reflects key components of an SAE: career alignment, student ownership, instructor supervision, work-based and experiential learning, measurable outcomes, coaching and feedback, and ongoing documentation.

A Strong Fit for a Research SAE

For many students, the Global Challenge is especially well suited to an Immersion Research SAE – Analytical Research. A Research SAE as an experience in which a student investigates materials, processes, or information to establish new knowledge or validate previous research. Analytical Research begins with a question about why or how something happens and involves collecting and analyzing qualitative and/or quantitative information. That process closely mirrors the Global Challenge. Students identify a food-security challenge, ask questions about why the problem exists, gather evidence and data, analyze contributing factors, investigate possible solutions, and develop an evidence-based recommendation. Their final paper, research poster, and Youth Institute roundtable discussion provide tangible products through which they can demonstrate what they learned.

Supporting a Foundational SAE

Participation in NCYI can also contribute to a Foundational SAE. Through the Global Challenge, students build agricultural literacy by examining the role of agriculture in society, the environment, and the economy from both local and global perspectives. Research, mentoring, poster development, and roundtable discussions also strengthen employability skills such as communication, critical thinking, collaboration, responsibility, and innovation, while exposure to researchers and agricultural professionals can support career exploration and planning.

Document Your Experience

Students should work with their agriculture teacher to determine how NCYI fits within their individual SAE plan. Research time, mentor meetings, preparation of the Global Challenge Paper, poster development, career exploration, and participation in the Youth Institute can all be documented as appropriate in the student’s SAE records. NC Agricultural Education uses the Agricultural Experience Tracker (AET) or other paper or digital records as tools for documenting experiences and reflecting on skill development.